DEPARTMENT OF HISPANIC STUDIES
Junior Sophister Syllabus 2011-2012
NOTE: All Junior Sophister students of Spanish, before the end of Michaelmas Term, must
notify the TSM office (on forms which will be provided by them) in which of their TSM subjects
they propose to take the Moderatorship Part I examination (350 marks)
From 2009/10 in Junior Sophister Pattern B students are required to pass both the Mod Part I
(minor subject ex 350) and Mod Part II (major subject ex 150) in order to progress to the Senior
Sophister Year
Students who have been abroad on SOCRATES exchange in their Senior Freshman year will not
be permitted to substitute a Broad Curriculum course for a Spanish course in their Junior
Sophister year.
All students should attend three classes a week in Spanish language throughout the Michaelmas and
Hilary Terms (10 ECTs). If any student fails to attend a satisfactory proportion of classes and to present
on time a satisfactory proportion of language work, as it is set weekly, a ‘Non Satisfactory’ (‘NS’)
report will be sent to that student's tutor.
Learning Outcomes: At the end of the academic year, students should have be able to express
themselves in advanced and grammatically accurate written and oral Spanish, to display knowledge of
considerably range of vocabulary belonging to a wide variety of lexical areas and use it accurately in
diverse contexts, and to identify linguistic registers (both functional and geographical).
COURSES IN LITERATURE & SPANISH LINGUISTICS
Michaelmas Term
Hilary Term
*2 hrs. per wk Aspects of the Modern Spanish Novel
2 hrs. per wk. Cervantes and the Short Story
*2 hrs. per wk. Spanish American Novel
2 hrs. per wk Spanish Linguistics
Note: Each course has a value of 5 ECTS.
General Learning Outcomes: At the end of the academic year, students should have become fully
familiarize with the genres and authors studied on the courses and, in addition, should be able to
analyze individual writers from a critical theory perspective.
JUNIOR SOPHISTER PRESCRIBED TEXTS 2011-2012
CERVANTES AND THE SHORT STORY
Cervantes
Novelas ejemplares, ed Harry Sieber (Cátedra)
SPANISH-AMERICAN NOVEL
The course will attempt to isolate and focus on specific features of the contemporary SpanishAmerican novel. Though reflecting the diversity of that continent, the modern Spanish-American novel
appears to textualise certain specific concerns such as human isolation, historical paralysis and
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idealistic quests. Ethnicity, the importance of myth and its integratedness into the indigenous (South
American Indian) world view will also be examined.
Ernesto Sábato
Manuel Puig
Juan Rulfo
Juan Carlos Onetti
José María Arguedas
Gabriel García Márquez
'Informe sobre ciegos' section of Sobre héroes y tumbas
El beso de la mujer araña
Pedro Páramo
El pozo www.literatura.us/onetti/elpozo.html
Los ríos profundos
El coronel no tiene quien le escriba
Aspects of the Modern Spanish Novel
Through a close reading of the prose fiction of Benito Pérez Galdós, Miguel de Unamuno and Luis
Martín-Santos, this course will examine the development of the nineteenth- and twentieth-century
novel in Spain. Though their novels differ considerably in each case, a subversive complexity and a
marked social awareness characterise the work of all three. A particular focus of this course will be on
the extent to which each author challenges the literary conventions of the period, as well as the
significance of their works as a vehicle for social criticism.
Prescribed Texts:
Galdós, Benito Pérez, El amigo Manso (Madrid: Cátedra, 2001)
Unamuno, Miguel de, Niebla (Madrid: Cátedra, 2004)
Martín-Santos, Luis, Tiempo de silencio (Barcelona: Crítica, 2006)
SPANISH LINGUISTICS
Learning Outcomes: At the end of the academic year students should be able to identify and discuss
the historical circumstances that contributed to the formation and development of the Spanish
Language; to identify and discuss the main developments that took place on the phonological,
morphological and syntactical levels of the language, always providing concrete linguistic examples; to
trace the evolution of lexical items from the original Latin forms through the intermediary historical
stages to Modern Spanish; to identify the internal principles governing diverse linguistic phenomena
and their historical context.
This course explores the most important phases of the development of the Spanish language, from its
Hispanic Latin origins up to the modern day. The course will be commenced by a general historical
introduction. Attention will be then dedicated to the main developments that took place at the levels of
phonetics and phonology, morphology and syntax. Handouts for the individual classes will be provided.
Recommended bibliography Penny, Ralph, A History of the Spanish Language. Cambridge
University Press, 2002
Cano, Rafael (ed.), Historia de la lengua española. Barcelona: Ariel, 2005
Menéndez Pidal, Ramón, Historia de la lengua española. Madrid: Marcial Pons, 2005
Lapesa, Rafael, Historia de la lengua española. Madrid: Gredos, 1981
Herman, József, Vulgar Latin. Pennsylvania University Press, 2000
We expect that course texts will be acquired during the summer
vacation and that reading will have begun well in advance of the
term in question.
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To assist you in this, the Department has given the above list to the
booksellers International Books, 18 South Frederick Street, Dublin 2
Ph: +353 (0)1 679 9375 | Fax: +353 (0)1 679 9376 | Email:
[email protected] who will make every effort to have the
books available. Please check with International Books in the first
instance, as they often have copies of our prescribed texts in stock.
We also wish to draw your attention to the London Modern
Languages Booksellers:
Grant & Cutler Ltd
55 - 57 Great Marlborough Street
London W1F 7 AY
Tel: 00 44 20 7734 2012
Or 00 44 20 7734 8766
Fax: 00 44 20 7734 9272
Grant & Cutler is one of the best in the world in its field, and will be of great
assistance in procuring the above books. They will accept credit cards and
provide a speedy service.
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MODERATORSHIP PART I
All Junior Sophister students of Spanish, before the end of Semester One, must notify the
Department (on forms which will be provided) in which of their TSM subjects they propose to
take the Moderatorship Part I examination (350 marks).
ASSESSMENT OF MODERATORSHIP PART I CANDIDATES 2011-2012
60
40
SPANISH LANGUAGE PAPER I
SPANISH LANGUAGE PAPER II
TWO TWO-HOUR PAPERS ON SPANISH LITERATURE, LINGUISTICS
AND HISTORY (answer two questions from each paper)
100
(One question from each of the following four sections, comprising Senior
Freshman and Junior Sophister course work, divided between two papers.
Paper 1: Spanish Linguistics; Golden-Age Lit.
Paper II: Modern Spanish Lit; Spanish-American Lit; Short Stories by Women Writers.
NOTE: Students, who go on SOCRATES in SF, will be examined only on Junior Sophister Courses.
FOUR ASSESSMENT ESSAYS ON SPANISH LITERATURE
AND SPANISH LINGUISTICS
SPOKEN SPANISH
(Students will be asked in advance to present a Spanish text which will be
discussed at the oral examination)
100
50
*Failure on average in language, or failure in one of the two language papers, will mean FAIL
assessment overall.
RESIDENCE REQUIREMENT
Remember that students of Spanish must spend not less than two months in a Spanish-speaking country
before their Moderatorship examination in Spanish. This regulation can be waived only in exceptional
circumstances and with the prior approval of the Department.
REQUIRED ATTENDANCE AND WORK
1. Students should attend all classes and present on time all written work set.
Language Classes: except as otherwise prescribed by your teachers, you should present one piece of of
written work per week.
2. The Department accepts responsibility ONLY for term essays and papers presented in person to
the secretary (Mon - Wed), and receipted by the Department. Essays should NOT be given to
individual teachers, pushed under doors, etc. Please note that essays and papers must not be
submitted by e-mail attachment.
ESSAYS NOT SUBMITTED BY DUE DATE WILL NOT BE MARKED.
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Attendance at lectures, tutorials and language classes is compulsory. In the case of absence of more
than three consecutive days, a medical certificate or relevant evidence should be provided. A student
may be returned for the semester as non-satisfactory if he/she has attended less than 80% of all
classes, or has submitted less than 80% of language work or has not submitted required essays or
papers for courses taken. It should be noted (see University Calendar G4.22) that ‘In accordance
with the regulations laid down by the University Council non-satisfactory students may be refused
permission to take their annual examinations and may be required by the Senior Lecturer to repeat
their year.’
Submitted work on literature and linguistic courses:
Please ensure that you keep a copy of the Departmental style sheet (see pages 7&8) and follow the
conventions therein.
MICHAELMAS TERM
Two term essays set in teaching week 4, of 2,500 words for Mod I candidates and 2,500 words for Mod
II candidates to be submitted by Monday 16th January 2012. One of these should be on Cervantes, the
other on the Modern Spanish Novel.
HILARY TERM
Two semester essays set in teaching week 6, of 2,500 words for Mod I candidates and 2,500 words for
Mod II candidates, to be submitted to the office Secretary by Wednesday 4th April 2012 and Tuesday
10th April 2012 by 12 noon. One of these should be on Spanish American Novel, the other on
Linguistics.
ASSESSMENT OF STUDENTS TAKING MODERATORSHIP PART I
Candidates taking Spanish for Moderatorship Part I must present therefore four essays (about 2,500
words each) in the course of the year. You should indicate on them clearly that they are Mod I
assessment essays. These will be marked out of 100.
ASSESSMENT OF STUDENTS TAKING MODERATORSHIP PART II
Candidates taking Spanish for Moderatorship Part II must present four essays of about 2,500 words
each, for a total of 100 marks altogether. Students will also have to sit an exam in Language (Language
Paper) for a total of 50 marks. The combined total of 150 marks will be carried forward into the Mod II
assessment.
College regulations require you to ensure that your essays and papers are received in conjunction
with your signature on a record sheet kept in the Secretary's office.
If any student fails (without special permission) to attend a satisfactory proportion of classes and to
submit on time a satisfactory proportion of written work, a “Non-Satisfactory” report will be sent to
that student's tutor. Such reports will be based, for Semester One, on work and attendance in language
that semester; for Semester Two, on the submission of papers and essays set in Semester One and on
work and attendance in language for Semester Two. Any student who is so reported for more than
one semester is liable to be denied credit for the year.
PLEASE RETURN THE FORM ATTACHED BY DUE DATE AS THIS INFORMATION IS
ESSENTIAL FOR PLANNING NEXT YEAR'S TIMETABLE.
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NB: Keep all this information safely for reference.
Presentation of Essays and Papers
1.
Make sure you write grammatical English. Capitalize and punctuate properly. Think
especially about occasions when clarity would be better served by the use of a colon or
semi-colon instead of a comma. See book referred to in note 18: Peck and Coyle, pp. 7678.
2.
Consult a dictionary regularly, if you suspect that you have a tendency to misspell words,
either in English or Spanish. In particular, pay special attention to the possessive
apostrophe, and also distinguish between 'it's', as an abbreviation, and 'its' as a possessive
adjective.
3.
Leave a margin of at least an inch. Number all the pages.
4.
The essay must engage with the title: that is, if it asks a question the essay should answer
the question; if it asks for discussion on topic A, the essay cannot be about topic B.
5.
Abbreviations of ordinary English or Spanish words, and writing in note form are
not acceptable.
6.
A change of theme or a new stage in the argument demands a new paragraph. Each
paragraph should develop, expand, clarify or exemplify your argument(s). Paragraphs
should not be excessively long. Avoid one-sentence paragraphs, especially.
7.
Italicize the titles of books and complete works like plays, stories, novels and (usually)
poems: for example, La vida es sueño, La familia de Pascual Duarte, Romance sonámbulo.
In other words, do not use inverted commas for the titles of extended written works.
8.
Note that in Spanish titles only the first letter of the title is capitalized, except for proper
names and words that always have a capital letter. See, for example, the following novel
titles: Cinco horas con Mario.
9.
Titles of chapters, articles in periodicals, essays in collections (and sometimes shorter
poems) are given in quotation marks: for example, ‘Poetic Unity in Lorca’s Romancero
gitano’ or “Poetic Style in Miguel Hernández’. The name of the name of periodical is
italicized, and identified thus: Bulletin of Hispanic Studies, 21 (1954), pp. 150-151, that is,
vol. no.,year, page reference.
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QUOTATIONS: from a literary work or a secondary source should be identify in some
simple fashion: number or line numbers of poem; chapter and page number of novel or
play. Indicate which edition you are using: once is enough. Use single inverted commas for
the quotation, not italics. Subsequent references can be put in your text and need not be
relegated to footnotes or end notes. In other words avoid a string of footnotes or endnotes
referring only to the work that you are chiefly discussing. Quotations of less than about
four lines should be run on in the text. This includes poetry, the lines of which are then
separated by forward slashes and should be indented without single inverted commas. Your
quotations should make sense either as part of your own sentence or else as complete
sentences in their own right.
11.
FOOTNOTE/ENDNOTE: numbers should be placed at the end of a sentence, after the
punctuation. Notes provide supplementary information to the argument conducted in the
body of the text. They should be used very sparingly and never simply for effect. Drafts
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should always be checked to ensure that wherever possible, footnotes/endnotes must be
absolutely essential or omitted altogether. When a particular work is being referred to
often throughout the essay, the first reference to that work should be footnoted. A footnoted
reference should read as follows: in the following example: Paul Preston. Franco, A
Biography. London: HarperCollins Publishers, 1993, pp. 23-24; and all further references
to this work are given by page numbers(s) in the text.
12.
There are different ways of referring to critical works in your bibliography. The most
complete is probably as follows: Author, Title, Place of publication, Publisher (if
available), date; for example: Elliot, J. H. Richelieu and Olivares. Cambridge: Cambridge
University Press, 1984, p. 99. For editions of texts, use the following convention: Author,
Title, Editor; then as above: Pérez Galdós, Benito. Fortunata y Jacinta. Ed. F. Caudet.
Madrid: Cátedra, 1985, p. 98. Use a short form (author’s surname, short title and page ref.
only) in any subsequent citations.
13.
If you use someone else’s ideas whether quoted or paraphrased, you must attribute the
borrowing to the author. A reference in the Bibliography is not enough. Your
indebtedness to the writer must be acknowledged at the point of borrowing. You can
use some of the standard conventions to attribute borrowings to an author (For example:
According to F. Caudet,…; Paul Preston argues that…; As J. H. Elliot points out, …). All
web citations should be referenced in text, and should be included in the Bibliography: for
example, http://cvc.cervantes.es/lengua/default.htm (accessed 18th April 2007).
14.
Even if you do not incorporate quotations from or references to books or articles in the
body of your essay, give a list in the Bibliography of the sources you have used in the
preparation of the essay.
15.
Basic principles: be clear and consistent. In general, it is sound practice to let the
introduction briefly outline what you intend to deal with, discuss, describe etc. The body of
the essay should fulfill the expectations prompted by the introduction. The essay should be
rounded off with a brief conclusion of the arguments and themes.
16.
You should regularly check the Departmental notice board for information about the
return of your essays.
17.
A good reference for essay writing: John Peck and Martin Coyle. The Student’s Guide to
Writing. London: Macmillan Press Ltd., 1999.
(a) Grades and marks:
70-100 I
60-69 II.i
50-59 II.ii
(First)
(Upper second)
(Lower second)
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40-49 III (Third)
30-39 F1 (Fail)
0-29 F2 (Fail)
Plagiarism
Plagiarism is interpreted by the University as the act of presenting the work of others as one's own
work, without acknowledgement.
Plagiarism is considered as academically fraudulent, and an offence against University discipline. The
University considers plagiarism to be a major offence, and subject to the disciplinary procedures of the
University.
Plagiarism can arise from deliberate actions and also through careless thinking and/or methodology.
The offence lies not in the attitude or intention of the perpetrator, but in the action and in its
consequences. Plagiarism can arise from actions such as:
(a) copying another student's work;
(b) enlisting another person or persons to complete an assignment on the student's behalf;
(c) quoting directly, without acknowledgement, from books, articles or the internet, either in
printed, recorded or electronic format;
(d) paraphrasing, without acknowledgement, the writings of other authors
Examples (c) and (d) in particular can arise through careless thinking and/or methodology where
students:
(i)
(ii)
(iii)
(iv)
fail to distinguish between their own ideas and those of others;
fail to take proper notes during preliminary research and therefore lose track
of the sources from which the notes were drawn;
fail to distinguish between information which needs no acknowledgement
because it is firmly in the public domain, and information which might be
widely known, but which nevertheless requires some sort of acknowledgement;
come across a distinctive methodology or idea and fail to record its source.
All the above serve only as examples and are not exhaustive. Students should submit work done in cooperation with other students only when it is done with the full knowledge and permission of the
lecturer concerned. Without this, work submitted which is the product of collusion with other students
may be considered to be plagiarism.
It is clearly understood that all members of the academic community use and build on the work of
others. It is commonly accepted also, however, that we build on the work of others in an open and
explicit manner, and with due acknowledgement. Many cases of plagiarism that arise could be avoided
by following some simple guidelines:
(e)
Any material used in a piece of work, of any form, that is not the original thought of
the author should be fully referenced in the work and attributed to its source. The
material should either be quoted directly or paraphrased. Either way, an explicit
citation of the work referred to should be provided, in the text, in a footnote, or both.
Not to do so is to commit plagiarism.
(i) When taking notes from any source it is very important to record the precise words
or ideas that are being used and their precise sources.
(ii) While the Internet often offers a wider range of possibilities for researching particular
themes, it also requires particular attention to be paid to the distinction between one's
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own work and the work of others. Particular care should be taken to keep track of the
source of the electronic information obtained from the Internet or other electronic
sources and ensure that it is explicitly and correctly acknowledged in the bibliography,
or footnotes.
It is the responsibility of the author of any work to ensure that he/she does not commit plagiarism.
Students should ensure the integrity of their work by seeking advice from their lecturers, tutor or
supervisor on avoiding plagiarism. All departments should include, in their handbooks or other
literature given to students, advice on the appropriate methodology for the kind of work that students
will be expected to undertake.
If plagiarism is suspected, the Head of Department will arrange an informal meeting with the student,
the student's tutor, and the lecturer concerned, to put their suspicions to the student and give the student
the opportunity to respond.
If the Head of Department forms the view that plagiarism has taken place, he/she must notify the Senior
Lecturer in writing of the facts of the case and suggested remedies, who will then advise the Junior
Dean. The Junior Dean will interview the student if the facts of the case are in dispute. Whether or not
the facts of the case are in dispute, the Junior Dean may implement the procedures set out in
CONDUCT AND COLLEGE REGULATIONS §2.
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